This study uses the course English for Graduate Students as a case study to explore specific strategies for integrating ideological and political dimensions and critical thinking into English language instruction. The objective is to develop a cohesive approach that interweaves foreign language education, ideological and political engagement, and the cultivation of critical thinking skills. This research aspires to provide valuable insights into enhancing students’ critical thinking by foregrounding ideological and political elements within course texts. By doing so, it seeks to subtly shape students’ worldview, life outlook, and values while promoting political identity, cultural self-confidence, and personal development within foreign language education.
References
[1]
Asif, T., Guangming, O., Haider, M. A., Colomer, J., Kayani, S., & Amin, N. U. (2020). Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan. Sustainability,12, Article 3014. https://doi.org/10.3390/su12073014
[2]
Cai, J. G. (2021). A Study of Ideological and Political Education and Moral Education in College English. Foreign Languages Research, 187, 52-57.
[3]
Delibove, D. (2005). Critical Thinking and Character. In AdvancesinHigherEducationandProfessionalDevelopment (pp. 21-47). IGI Global. https://doi.org/10.4018/978-1-4666-8411-9.ch002
[4]
Facione, P. A., Facione, N. C., & Giancarlo, C. A. (2000). The Disposition toward Critical Thinking: Its Character, Measurements, and Relationship to Critical Thinking Skill. Informal Logic, 20, 61-84.
[5]
Feng, X. (2015). A study on the Development of Critical Thinking Ability in English Teaching with “Student-Centered and Teacher-Led Teaching Model”. Journal of Foreign Language Teaching,4, 64-68.
[6]
LePage, P., Akar, H., Temli, Y., Şen, D., Hasser, N., & Ivins, I. (2011). Comparing Teachers’ Views on Morality and Moral Education, a Comparative Study in Turkey and the United States. TeachingandTeacherEducation,27, 366-375. https://doi.org/10.1016/j.tate.2010.09.005
[7]
Liu, G. (2021). Research on the Ideological and Political Construction of Comprehensive English Curriculum from the Perspective of Critical Thinking Ability. Journal of Foreign Languages, 6, 83-88.
[8]
Paul, R., & Elder, L. (2005). Critical Thinking Competency Standards: Standards, Principles, Performance Indicators, and Outcomes with a Critical Thinking Master Rubic. The Foundation for Critical Thinking.
[9]
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. https://doi.org/10.1017/9781009024532
[10]
Sun, Y. Z. (2019). Principles of Critical Thinking in English Teaching. Foreign Language Teaching and Research, 6, 825-837.
[11]
Wang, H. F. (2018). Research on the Construction of Textbook System in the Context of “Curriculum Ideological and Political” Reform in Colleges and Universities in the New Era. Education and Teaching Forum, 34, 158-159.
[12]
Wang, S. R. (2021). On “Mingde University” in Foreign Language Courses: A Discussion on the Compilation of the Textbook of “Mingde University English in the New Era”. Chinese Journal of Applied Linguistics, 18, 4-9.
[13]
Wen, Q. F. (2021). The Connotation and Implementation Framework of Ideology and Politics in University Foreign Language Courses. Chinese Journal of Applied Linguistics, 18, 47-52.
[14]
Wen, Q. F., Wang, J. Q., Zhao, C. R., Liu, Y. P., & Wang, H. M. (2009). To Construct a Theoretical Framework for the Critical Thinking Ability of Foreign Language College Students in China. Foreign Language World, 130, 37-43.
[15]
Wen, Q. F., Zhao, C. R., Liu, Y. P., Wang H. M., & Wang, J. Q. (2010). A Pilot Study on the Construction of an Objectivity Measuring Tool for Critical Thinking Ability of Foreign Language College Students in China. Foreign Language Education, 31, 55-58+63.
[16]
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
[17]
Wu, S. M., & Navera, G. S. (2017). ELT Materials as Sites of Values Education: A Preliminary Observation of Secondary School Materials. In EnglishLanguageEducation (pp. 51-68). Springer International Publishing. https://doi.org/10.1007/978-3-319-63677-1_4
[18]
Xiao, Q., & Huang, G. W. (2021). Integration of Ideological and Political Elements in the Curriculum in the Compilation of Foreign Language Textbooks: A Case Study of Mingde University English in the New Era. Foreign Chinese Language and Literature, 38.
[19]
Zhang, J. Y., & Wang, N. (2021). Value Shaping-Based Teaching Task Design in the Ideological-Political Construction of Foreign Language Courses. Chinese Journal of Applied Linguistics, 18, 33-38.
